Differentiated Instruction

      • Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data
      • Planning for Effective Intervention Instruction
      • Intervention Logs and Logistical Planning for Intervention
      • Instructional Modeling
      • Classroom Coaching Visit

 

Introduction to Administering Informal Diagnostic Assessments to Collect Informal Data

 

Materials:  Selected informal surveys, sample scorring sheets, student materials

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis

Course Description:  Participants will select informal diagnostics based upon screening data and learn to administer informal surveys to determine students’ instructional level.  Participants will practice administering the assessment with one another and perhaps with students when available.

Learning Objectives:
Participants will be able to:

      • Administer informal diagnostics with fidelity.
      • Discuss the purpose of informal diagnostics and understand how the data can be used to identify student’s instructional level.

Student Participation:   When possible.
Substitute Needs:  1 substitute per classroom teacher

 

Planning for Effective Intervention Instruction

 

Materials:  Informal diagnostic survey data, sample scoring spreadsheet, populated scoring spreadsheet, Instructional Planning for Intervention form, syllabus, resources for interventions core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys.

Course Description:  Participants will analyze informal surveys previously administered to students.  Participants will identify individual students academic needs as determined by the assessment data.  Participants will group students according to results and plan instructional goals.  Time will be allotted for introduction of appropriate interventions for grade level groups.

Learning Objectives:
Participants will be able to:

      • Form differentiated small groups for intervention into the school day.
      • Create a plan for scheduling intervention into the school day.
      • discuss the importance of targeted small group instruction.

Student Participation:   No.

Substitute Needs:  1 substitute per classroom teacher

 

Intervention Logs and Logistical Planning for Intervention

 

Materials: Calendar, Instructional Planning for Intervention form, sample intervention logs, “syllabus”, resources for interventions *core reading curriculum teacher manual.

Course Hours:  7

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys.

Course Description:  Participants will review samples of intervention logs and create their own intervention log for grade level use or individual classroom usage.  Instructor will present steps for systematic logistical small group instructional planning.  classroom management strategies for managing multiple small groups and centers will be explored.  Participants will examine their current schedule and document times for intervention on a calendar.

Learning Objectives:
Participants will be able to:

      • Construct intervention logs that meet their individual records keeping styles
      • Develop strategies for classroom management during small groups or centers
      • Formulate a schedule/rotation plan for intervention that accounts for students’ needs and minimum time/frequency requirements based upon need.

Student Participation:   No.

Substitute Needs:  1 substitute per teacher per day.

 

Instructional Modeling

 

Materials: Instructional Planning for Intervention form, Intervention Logs,sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor will explain and model relevant instructional interventions with students in the classroom.  Participants will practice systematic and explicit instructional interventions with the coach.  A conference and debrief competes the visit for the teacher to discuss outcomes.

Learning Objectives:
Participants will be able to:

      • Identify components of systematic explicit instruction in a modeled lesson and then plan to include components in their intervention lessions.
      • Identify areas of personal growth in the instructional process.
      • Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.

 

Classroom Coaching Visit

 

Materials: Instructional Planning for Intervention form, Intervention Logs, sample lessons, video-taped demonstration, instructional manipulative materials (syllable felts, phonological picture cards, phoneme chips, letter sound cards, mini white boards, phoneme grapheme mapping charts, Elkonin Boxes, spelling sort cards, oral reading fluency passages), egg timer fluency progress chart, instructional intervention materials list, syllabus, resources for interventions and core reading curriculum teacher manual.

Course Hours:  1 hour modeling session per teacher.

Prerequisite Trainings:  DIBELS®, Data Analysis, Informal Surveys, Differentiated Instruction through Use of Informal Surveys, Intervention Logs and Logistical Planning for Intervention.

Course Description:  Instructor observes a lesson delivered by the participant with his/her own students.  Instructor is observing the lesson for systematic and explicit instructional interventions.  A conference and debrief completes the visit for the teacher to discuss outcomes and to set personal growth goals.

Learning Objectives are individualized with the coach based upon participants’ instructional level and personal growth goals.

Student Participation:   Yes

Substitute Needs:  1 substitute teacher to follow each SBSL coach.